PORTAFOLIO DIGITAL MARÍA AZAÑÓN

Knowing myself, I knew from the very beginning that this portfolio would not be a simple academic record. I tend to reflect deeply, to question everything, and to write as I feel things while they are happening. That is exactly how I approached this subject: honestly, critically, and emotionally. This blog has become a space where my thoughts about teaching English, education, and myself as a future teacher have slowly taken shape. Throughout this course, Didactics of English has constantly taken me back to the classroom—but also much further back. It has made me think about how I learned English as a child, about the teachers who marked me (for better and for worse), and about how powerful a teacher’s words, attitudes, and expectations can be. Teaching a language is never just about grammar or vocabulary; it is about emotions, confidence, motivation, and identity. Some experiences from my past inevitably resurfaced while writing these posts. Moments where I felt underestimated, mome...

This final week marked the closing stage of our group presentations and, in many ways, of the subject itself. It felt like a moment of consolidation: looking back at everything we have worked on throughout the semester and beginning to mentally prepare for the final post that will bring this portfolio to an end. Even though I could not attend all sessions in person, this week still offered meaningful learning opportunities and a strong sense of closure. SESSION 1  Unfortunately, I could not attend the first session of the week due to health issues and some personal matters at home. However, I made sure to follow up afterwards by talking to classmates from the groups who presented that day. Specifically, I asked about the presentations on Reading and Telling Stories and Planning for an Effective Use of English in the Classroom . From what my classmates explained, both proposals were very well structured and thoughtfully sequenced. The storytelling session, in particular, seemed ...

This week was entirely dedicated to group presentations, which allowed me to reflect deeply on what is truly realistic and meaningful in primary English classrooms today. Beyond evaluating the creativity of each proposal, I constantly compared what I saw with the real needs of today’s schools: the diversity of learners, the presence of ACNEAE students, the limited time available, and the increasing societal demand for inclusive, practical, and balanced teaching approaches. I believe that good teaching is not only about designing attractive activities—it is about designing feasible, inclusive, accessible, and sustainabl e activities. With that perspective in mind, I analysed each presentation with sincerity. I know I can be critical at times, but it comes from my genuine concern for what truly works in the classroom and supports every child. Before moving into the session summaries, I want to briefly clarify that this post was originally written and published on 5th December , right ...

Before getting into Weeks 10 and 11, I want to clarify something that feels important to me. Sometimes I worry that my posts jump a bit from one place to another, or that I reflect too deeply, or too honestly. But the reason is simple: I write these entries week by week , in real time, not retroactively. I could easily wait until the end of the term, write everything in one go and make it all look perfect and linear—but that wouldn’t be real. What I want is authenticity: the ups and downs, the chaos, the stress, the excitement, the learning. Just as in my practicum I used my “teacher notebook” to reflect honestly, this blog has become the digital version of that. WEEK 10 Last week I had my phonetics exam and an important assignment to submit and present, so I couldn’t update the blog in time. That’s why Week 10 is coming a bit later—but here it is. SESSION 1  We began the week exploring textbooks , discussing whether schools actually buy them, how they’re structured, and what kind...

  Before starting this week’s entry, I want to clarify something. Sometimes my reflections might sound a bit direct, especially when I talk about class dynamics or group work. Please know that none of this is meant in a negative way. These are simply my own thoughts and how I process what we experience throughout the course. The last thing I want is to expose anyone or make someone feel uncomfortable. We all go through good days and bad days, and I truly respect that. I also want to explain why the posts sometimes feel disconnected or don’t follow a perfectly polished narrative. I am genuinely writing them week by week—not doing everything at the end and backdating it, which honestly would be the easiest option. But I feel that doing it that way would take away the authenticity of the process. Unless I have a deadline or something urgent, I prefer to write in real time, even if that means some weeks are more chaotic or involve stronger emotions than others. In fact, I like that t...

  We’ve now reached the midpoint of the semester — that moment when tiredness and excitement coexist. The workload is growing with deadlines, projects, and the TFG on the horizon, but at the same time, the subjects are becoming more engaging and connected with our future profession. This week we explored the different methods and approaches in language teaching , which helped us understand not only the theory behind them, but also how to adapt each one to real contexts. Both sessions were very practical and dynamic, and our group had to present the Audiolingual Method — which we decided to stage in a military style . It was surprisingly fun and effective, and it made me realise how important motivation and creativity are when applying any method in the classroom. SESSION 1 We started by exploring several traditional and alternative methods: the Direct Method , Suggestopedia , Total Physical Response (TPR) , and Communicative Language Learning . Each approach offered a different...

  A rainy week. We’ve officially reached the halfway point of the semester — that moment when motivation starts to mix with exhaustion. The excitement of thinking about the upcoming TFG , the internship, and future projects begins to rise, but at the same time, so do the assignments, exams, and deadlines. October is coming to an end, and honestly, I can feel both things equally: tiredness and anticipation. SESSION 1 We started with one of the groups that hadn’t presented yet from the previous week — quite interesting, even though, to be honest, I was a bit tired. The main topic of the day was the ICT Classroom and how technology can support both teaching and learning. We talked about different ways teachers and students can use ICT tools: to communicate, to collaborate, or even to create interactive projects. The professor introduced the Digital Competence Framework for Teachers , which defines the digital skills educators should develop. We were invited to complete a self-asse...

  This week’s sessions focused on understanding how students learn, how to assess them, and how to reflect on our own teaching. Through practical activities and personal experiences, I learned new ways to connect theory with classroom practice. SESSION 1 This session was focused on formative assessment and how it should serve as a guide rather than a final judgement. We explored the balance between quantitative and qualitative evaluation , as well as the importance of assessing learning processes through observation, creativity, and communication. Our professor explained that evaluation must be continuous, flexible, and adapted to each student’s rhythm. She introduced different tools such as portfolios, TechSheets, and self-evaluation rubrics. Personally, I see the portfolio as a mirror of learning , a way to capture the student’s path and emotional growth — not just their academic progress. We also discussed how evaluation must take into account emotional well-being . That...